Empirical research on motivation in adult education and learning: A scoping review

Michaela Bílá; Jan Kalenda

doi:10.3384/rela.2000-7426.5721

Authors

Michaela Bílá Tomas Bata University in Zlín https://orcid.org/0009-0007-9481-2905
Jan Kalenda Tomas Bata University in Zlín https://orcid.org/0000-0002-4871-4753

DOI:

https://doi.org/10.3384/rela.2000-7426.5721

Keywords:

motivation, adult education and learning, lifelong learning, scoping review, methodology

Abstract

This scoping review maps empirical research on motivation in adult education and learning, analysing 95 studies published between 1971 and 2024. Drawing on data from Web of Science and Scopus databases, it delineates key thematic areas, geographical patterns, and methodological orientations. The findings highlight a marked increase in publications since 2016, with a pronounced focus on specific learner populations – including non-traditional students, low-skilled adults, and second-chance learners in adult basic education. Research activity is heavily concentrated in European and Anglophone contexts, pointing to the need for broader cultural representation. While quantitative methods dominate, many studies employ instruments lacking validation. Notable gaps emerge in the use of mixed-methods and longitudinal designs. Overall, the review calls for more inclusive and methodologically robust inquiry to deepen our understanding of adult learner motivation across diverse educational landscapes.

Author Biographies

Michaela Bílá, Tomas Bata University in Zlín

Michaela Bílá is lecturer at the Department of Pedagogical Sciences, Tomas Bata University in Zlín (TBU).

Jan Kalenda, Tomas Bata University in Zlín

Jan Kalenda is Associate Professor of adult education and head of the Reserch Centre of the Faculty of Humanities (FoH) at Tomas Bata University in Zlín (TBU).

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